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TitelFilling in the details. Significant events and economic disadvantage among young people in Australia
Autoren ;
OriginalveröffentlichungZeitschrift für Pädagogik 60 (2014) 4, S. 552-568
Dokument
Schlagwörter (Deutsch)Empirische Untersuchung; Fallstudie; Interview; Wohlbefinden; Familie; Schule; Armut; Sozioökonomische Lage; Einkommen; Abbruch; Ausgrenzung; Einflussfaktor; Benachteiligter Jugendlicher; Benachteiligtes Kind; Australien
TeildisziplinEmpirische Bildungsforschung
Sozialpädagogik
DokumentartAufsatz (Zeitschrift)
ISSN0044-3247
SpracheEnglisch
Erscheinungsjahr
BegutachtungsstatusPeer-Review
Abstract (Englisch):Economic disadvantage is a strong predictor of social exclusion, disengagement at school, early school dropout and low educational attainment. This paper shows that experience of significant events - for example, moving home and school following parents' separation; a sudden fall in family income; or illness and death in the family - can greatly exacerbate economically disadvantaged young people's sense of exclusion and disengagement. Survey data are used to show that such negative events (often characterised by young people as "shocks") are most likely to occur among economically disadvantaged families with children. In-depth interviews with young people are also used to explore young people's construction of these events, which they often describe in terms of a cascade, with several shocks following each other in rapid succession, draining away their, and their families', economic, social and emotional resources, and leaving them at risk of further exclusion. The paper concludes that policy needs to buffer young people better from the effects of these events, and so reduce their disengagement and exclusion. (DIPF/Orig.)
weitere Beiträge dieser ZeitschriftZeitschrift für Pädagogik Jahr: 2014
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Eintrag erfolgte am05.09.2017
Empfohlene ZitierungRedmond, Gerry; Skattebol, Jennifer: Filling in the details. Significant events and economic disadvantage among young people in Australia - In: Zeitschrift für Pädagogik 60 (2014) 4, S. 552-568 - URN: urn:nbn:de:0111-pedocs-146722
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